1. Dave Taylor, Harbor Springs Middle School
Jill Warner, Charlevoix-Emmet Intermediate School District

2. Session Goals
• Our Project
• Overview of UDL
• UDL in the Classroom
• Technology Resources
• Sources

3. Our Project
• Collaborating Agencies
– MITS (Michigan’s Integrated Technology Supports)
– Charlevoix-Emmet Intermediate School District
– Harbor Springs Public Schools- DaveTaylor, Nancy
Nagurka
– Boyne City Public Schools-Susan Lahti
– Reese Public Schools-Teresa Karney and Terie Elbers

4. Our Implementation Model
• Professional Learning Community
– A Practical Reader in Universal Design for Learning by David
Rose & Anne Meyer
• Professional Development
– Cohort I with CAST, MITS
– Outside Presenters – several series
– Online Learning Module (UDL 100)
• Cohort 2
– Cohort 1 - professional development/coaching
– Online Learning Community (Edmodo)
• Cohort 3
– Cohort 1 – professional development/coaching
– Online Learning Modules – Advanced (UDL 200)
• HSMS – Schoolwide implementation

5. Universal Design for Learning
(UDL)
Definition: UDL is an educational approach to
teaching, learning, and assessment, drawing
on new brain research and new media
technologies to respond to individual learner
differences.
Center for Applied Special Technologies, CAST
www.cast.org

6. Alternatives for ALL
Designed from the start
Improves access for ALL
Consider the needs of
the broadest possible
range of users from the
beginning”
-- Architect, Ron Mace

7. Understanding Universal Design for
Learning:
Framework Overview
UDL at a Glance Video-Cast Overview
Three UDL Principles
The Critical Elements

8. UDL is….
• Not one size fits all – • A conceptual change
but alternatives for • A framework for
everyone. designing curricula that
enables all individuals to
• Not added on later – gain knowledge, skills,
but designed from the and enthusiasm for
beginning. learning. UDL provides
rich supports for
learning and reduces
• Not access for some – barriers to the
but access for ALL. curriculum while
maintaining high
Excerpt from Universal Design for achievement standards
Learning, Grace Meo, CAST and
Joy Zabala, CAST (11-3-12)
for all.

9. Primary Principles of UDL
• Multiple Means of Representation
• Multiple Means of Action and Expression
• Multiple Means of Engagement
UDL Guideline Document

10. UDL Guidelines

11. Representation
• The “WHAT” of learning
 Vary the ways that new information can be
presented to students
• Offer ways to customize the display of
information
• Activate or supply background knowledge
• Highlight critical features and big ideas
• Multiple means of representation, to give
diverse learners options for acquiring
information and knowledge.

12. Example: Accessible Text
• NetTrekker
• Wikipedia
• Tar Heel Reader
• Natural Reader

13. NetTrekker – free (MI Learnport) –
readability level, audio support, search educational sights aligned to common
core

14. Wikipedia – Simple English

15. Tar Heel Reader – Books with Audio,
Can Create Books

16. Natural Reader – Text to Speech

17. Example: Video Segments:
• Watchknow.org
• PBS Learning Media
• Khan Academy
• Teacher Tube

18. Watchknow.org

19. PBS Learning Media

20. Khan Academy

21. Teacher Tube – Youtube EDU- iTunes
University

22. Other Classroom Examples
• Provide graphic
organizers
• Audio supported text
• Present using
visuals/notes on
Smartboard/Projector
• Video clips
• Simulation i.e. game

23. Talk to Your Neighbor
• What other means of representation are
being used in your classroom/school?

24. Action and Expression
• The “HOW” of learning
• Textbook or workbook in print format provides
limited means of navigation or physical interaction
• Using only those limited ways will raise barriers to
learning
• Alternative methods for expressing, proving, or
demonstrating what they have learned
• Multiple means of action and expression, to
provide learners options for demonstrating what
they know

25. Example: Student Interactives
• ReadWriteThink
• Strategy Tutor
• Science Writer
• Iluminations

26. ReadWriteThink

27. Strategy Tutor/Science Writer

28. Illuminations

29. Other Classroom Examples
• Choice in  Manipulatives
assignments/
projects/materials
 Computer
• White boards software – Solo
• Individual/partner/ Suite
group work  Dictation
• Role Play  PhotoStory/iMovie
• Practice skills i.e.
ixl.com, raz-
 Power Point
kids.com, iPad /Keynote
apps

30. Talk to Your Neighbor
• What other means of action & expression are
being used in your classroom/school?

31. Engagement
• The “WHY” of learning
• When students are provided with a means of
engagement, it increases their motivation in
that area of learning
• Multiple means of engagement, to tap into
learners' interests, offer appropriate
challenges, and increase motivation

32. Promote Engagement
• Provide options for recruiting interest
• Provide options for sustaining effort and
persistence
• Provide options for self-regulation
• CHOICE in activities

33. UDL Exchange/UDL TechToolKit

34. Talk to Your Neighbor
• How do you enhance student engagement?

35. How can technology help in the
classroom?
• Meet the needs of all students –
Universal Design for Learning
• Allows for a variety of ways to present lessons
(representation)
• Gives students choices in how to do
assignments (action and expression)
• Keeps students motivated and interested
(engagement)

36. AdvancEd Indicators:
• Students and school personnel use a range of
media and information resources to support the
school’s educational programs.
• Teachers engage students in their learning through
instructional strategies that ensure achievement
of learning expectations.
• The school’s curriculum provides equitable and
challenging learning experiences that ensure all
students have sufficient opportunities to develop
learning, thinking, and life skills that lead to
success at the next level

37. Resources
• CAST: Center for Applied Special Technology
– www.cast.org
– http://udlexchange.cast.org/home
• MITS: Michigan’s Integrated Technology Supports
– http://mits.cenmi.org/
• Char-Em ISD UDL 100 Modules
– http://moodle.charemisd.org/

38. Presenter Contact Info:
• Jill Warner, Charlevoix-Emmet ISD
– warnerj@charemisd.org
• Dave Taylor, Harbor Springs Public Schools
– dtaylor@harborps.org

39. David Taylor
Harbor Springs Middle School
7th Grade Science/7th Grade Math/ 7/8 LEGO Robotics

40. UDL Pilot
• Big Start
• Frustrating
Middle
• Technology
• NO! Don’t let
it end!
• Team
• Time/Support

41. MITS Critical Elements
U NI VERS AL D ES I GN FOR L EARNI NG
CRI TI CAL E LEME NTS
Developed in Collaboration with Boyne City Middle School, Charlevoix-Emmet
ISD, Harbor Springs Middle School, Reese Middle School, and the
Center for Applied Special Technology (CAST)
Universal Design for Learning (UDL) represents a paradigm shift in education that has the
potential to improve outcomes for a broad range of students. MITS, with collaborative
partners, has identified four critical elements intended to serve as a foundation for
implementation and further research. Instruction aligned with the framework of UDL must
minimally include ea ch of the four critical elements shown below.
Clea r Goals
• Goals and desired outcomes of the lesson/unit are aligned to the established content
standards
• Teachers have a clear understanding of the goal(s) of the lesson and specific student
outcomes
• Goals are communicated in ways that are understandable by every student in the
classroom, and can be expressed by them
I nclusive , I nte ntiona l P la nning
• Intentional proactive planning addressing distinct student needs
• Addresses individual differences in background knowledge, affect, strategies, etc.
(Consider what students know, strengths and weaknesses, and what engages
them).
• Recognizes that every student is unique and plans accordingly, paying attention to
students in the margins (i.e., struggling and advanced) in anticipation that a broader
range of students will benefit
• Addresses the instructional demands including goals, methods, materials, and
assessments while considering available resources including personnel
• Maintaining rigor of the lesson while providing necessary supports
• Reducing the barriers in the curriculum by embedding supports during initial
planning
Flexible m e thods and m ateria ls
• Teacher uses a variety of media and methods to present information and content
• A variety of methods are used to engage students (e.g., provide choice, address student
interest) and promote their ability to monitor their own learning (e.g., goal setting, self-
assessment, and reflection)
• Students use a variety of media and methods to demonstrate their knowledge
Tim ely progress m onitoring
• Formative assessments are frequent and timely enough to plan/redirect instruction and
support
• A variety of formative and summative assessments (e.g., projects, oral tests, written
tests) are used to assess the learning in the classroom
MITS UDL Critical Elements by MITS is licensed under a Creative Commons
Attribution-NonCommercial-ShareAlike 3.0 Unported License.
v4 Ÿ 9.6.11

42. Scientist________________________________________________ Hour_____
Mr. T’s Super Science Facts - Earth’s Layers
Describe layers of the Earth as lithosphere (crust and upper mantle), convecting mantle, and a dense
metallic core. (E.SE.06.53)
1. The lithosphere includes all of the the solid, most outer part of Earth. The lithosphere includes the part
of Earth’s surface that is made up of land and the ocean’s floor. The lithosphere is made up of both the
crust and the upper mantle.
The Structure of Earth
http://mediatheek.thinkquest.nl/~ll125/images/struct.jpg
2. The crust is the outer layer of Earth.
3. The mantle is the layer of Earth between the crust and
the core. The upper mantle is solid, and is part of the
lithosphere. The middle mantle (called the
Asthenosphere) is composed of very hot, dense rock that
flows like asphalt under a heavy weight. Convection
currents in the mantle cause the crustal plates to move.
4. The metallic core of the Earth is found below the mantle.
It is made up of the elements iron and nickel. There is a
liquid outer core (iron and nickel) and a solid inner core http://www.deafhoosiers.com/sci/soarhigh/lithosphere/lithospher
e.jpg
(iron)
5. The core of the Earth heats the mantle. The energy is transferred through the layers of the Earth by
convection, the flow of heated material.

43. Scientist________________________________________________ Hour_____
Mr. T’s Super Science Facts – Ecological
Energy Relationships
Classify producers, consumers, and decomposers based on their source of food (the source of energy and
building materials). (L.OL.06.51)
136. Producers are organisms such as green plants and algae that use an outside source of energy like the
Sun to create energy-rich food molecules. Many producers make their own food through the process of
photosynthesis.
137. Consumers obtain their food directly from another organism by eating it or being a parasite on or in it
(animals, including humans are examples of consumers). Consumers cannot make their own food. They
must consume other organisms to obtain energy. All animals, including humans, are consumers; they
obtain food by eating other organisms or their products. Consumers break down the structures of the
organisms they eat to obtain the materials they need to grow and function.
138. Decomposers are consumers that feed on decaying organic matter. They are mostly microscopic
organisms and bacteria. Decomposers use plants and animals as well as animal waste products as their
food source (examples include bacteria and fungi).

45. MITS Critical Elements
U NI VERS AL D ES I GN FOR L EARNI NG
CRI TI CAL E LEME NTS
Developed in Collaboration with Boyne City Middle School, Charlevoix-Emmet
ISD, Harbor Springs Middle School, Reese Middle School, and the
Center for Applied Special Technology (CAST)
Universal Design for Learning (UDL) represents a paradigm shift in education that has the
potential to improve outcomes for a broad range of students. MITS, with collaborative
partners, has identified four critical elements intended to serve as a foundation for
implementation and further research. Instruction aligned with the framework of UDL must
minimally include ea ch of the four critical elements shown below.
Clea r Goals
• Goals and desired outcomes of the lesson/unit are aligned to the established content
standards
• Teachers have a clear understanding of the goal(s) of the lesson and specific student
outcomes
• Goals are communicated in ways that are understandable by every student in the
Time.
classroom, and can be expressed by them
I nclusive , I nte ntiona l P la nning
• Intentional proactive planning addressing distinct student needs
• Addresses individual differences in background knowledge, affect, strategies, etc.
(Consider what students know, strengths and weaknesses, and what engages
them).
Time.
• Recognizes that every student is unique and plans accordingly, paying attention to
students in the margins (i.e., struggling and advanced) in anticipation that a broader
range of students will benefit
• Addresses the instructional demands including goals, methods, materials, and
assessments while considering available resources including personnel
Time!
• Maintaining rigor of the lesson while providing necessary supports
• Reducing the barriers in the curriculum by embedding supports during initial
planning
Flexible m e thods and m ateria ls
• Teacher uses a variety of media and methods to present information and content
• A variety of methods are used to engage students (e.g., provide choice, address student
interest) and promote their ability to monitor their own learning (e.g., goal setting, self-
assessment, and reflection)
• Students use a variety of media and methods to demonstrate their knowledge
Tim ely progress m onitoring
• Formative assessments are frequent and timely enough to plan/redirect instruction and
support
• A variety of formative and summative assessments (e.g., projects, oral tests, written
tests) are used to assess the learning in the classroom
MITS UDL Critical Elements by MITS is licensed under a Creative Commons
Attribution-NonCommercial-ShareAlike 3.0 Unported License.
v4 Ÿ 9.6.11

46. MITS Critical Elements
U NI VERS AL D ES I GN FOR L EARNI NG
CRI TI CAL E LEME NTS
Developed in Collaboration with Boyne City Middle School, Charlevoix-Emmet
ISD, Harbor Springs Middle School, Reese Middle School, and the
Center for Applied Special Technology (CAST)
Universal Design for Learning (UDL) represents a paradigm shift in education that has the
potential to improve outcomes for a broad range of students. MITS, with collaborative
partners, has identified four critical elements intended to serve as a foundation for
implementation and further research. Instruction aligned with the framework of UDL must
minimally include ea ch of the four critical elements shown below.
Clea r Goals
• Goals and desired outcomes of the lesson/unit are aligned to the established content
standards
• Teachers have a clear understanding of the goal(s) of the lesson and specific student
outcomes
• Goals are communicated in ways that are understandable by every student in the
classroom, and can be expressed by them
I nclusive , I nte ntiona l P la nning
• Intentional proactive planning addressing distinct student needs
• Addresses individual differences in background knowledge, affect, strategies, etc.
(Consider what students know, strengths and weaknesses, and what engages
them).
• Recognizes that every student is unique and plans accordingly, paying attention to
students in the margins (i.e., struggling and advanced) in anticipation that a broader
range of students will benefit
• Addresses the instructional demands including goals, methods, materials, and
assessments while considering available resources including personnel
• Maintaining rigor of the lesson while providing necessary supports
• Reducing the barriers in the curriculum by embedding supports during initial
planning
Flexible m e thods and m ateria ls
• Teacher uses a variety of media and methods to present information and content
• A variety of methods are used to engage students (e.g., provide choice, address student
interest) and promote their ability to monitor their own learning (e.g., goal setting, self-
assessment, and reflection)
• Students use a variety of media and methods to demonstrate their knowledge
Tim ely progress m onitoring
• Formative assessments are frequent and timely enough to plan/redirect instruction and
support
• A variety of formative and summative assessments (e.g., projects, oral tests, written
tests) are used to assess the learning in the classroom
MITS UDL Critical Elements by MITS is licensed under a Creative Commons
Attribution-NonCommercial-ShareAlike 3.0 Unported License.
v4 Ÿ 9.6.11

47. CAST UDL Guidelines

48. www.cast.org

50. Checkpoint 6.1:
Guide
appropriate
goal-setting.

53. www.cast.org

54. It’s the Curricula!
“Because most curricula are unable to adapt to
individual variability, we have come to recognize
that curricula, rather than learners, are disabled,
and thus we need to “fix” curricula not
learners.” (UDL Guidelines Version 2.0)

55. Initial Focus
• Principle I. Provide Multiple Means of
Representation
– Accessible Text, Tests (Print, Audio, Video)
• Principle II. Provide Multiple Means of Action
and Expression
– Projects / Choice
• Principle III. Provide Multiple Means of
Engagement
– Self Assessment and Reflection

56. “Technology is not synonymous with UDL, but it does
play a valuable role in its implementation and
conceptualization.” (CAST website)

57. Principle I. Provide Multiple Means of
Representation
•Audio version of my textbooks
•Videos – www.unitedstreaming.com
•Lab activities/Block Models (www.geoblox.com
)
•www.jason.org
•Music!

58. Digital Version of Textbook
(Stored on Edmodo.com)

59. Discovery Education
(www.discoveryeducation.com)
• Discovery Streaming
• Tech Books
• Web 2.0
• “Star” Discovery Educator
• Must subscribe

60. Discovery Educator Network (DEN)

61. Discovery Education /
UnitedStreaming

62. Search for “grammar”

63. Block Models from Geoblox.com

64. Block Models from Geoblox.com

65. www.jason.org

66. www.jason.org

67. www.jason.org

68. Music
• Rhythm, Rhyme, Results (
http://www.educationalrap.com/)
• Sing the Science Standards (
http://scienceexplosion.com/)
• Lodge McCammon (
http://www.iamlodge.com/beans/)
• Birthday Song!

69. Rhythm, Rhyme, Results

70. Science Explosion

71. Lodge McCammon

72. Happy Birthday!

73. Principle II. Provide Multiple
Means of Action and Expression
Choice
Projects

74. Tests
• I still use multiple choice tests.
• ExamView for immediate feedback. (Response pads
for review and engagement)
• Paper copies available.
• Audio format available
– Podcasts (a lot of work!)
– Text to speech using Word.

76. Principle III. Provide Multiple
Means of Engagement
Checkpoint 8.4 Increase mastery-oriented feedback.
Assessment is most productive for sustaining engagement when
the feedback is relevant, constructive, accessible, consequential,
and timely. But the type of feedback is also critical in helping
learners to sustain the motivation and effort essential to learning.
Mastery-oriented feedback is the type of feedback that guides
learners toward mastery rather than a fixed notion of
performance or compliance. It also emphasizes the role of effort
and practice rather than “intelligence” or inherent “ability” as an
important factor in guiding learners toward successful long-term
habits and learning practices. These distinctions may be particularly
important for learners whose disabilities have been interpreted, by
either themselves or their caregivers, as permanently constraining
and fixed. (CAST)

77. DataNotGuesswork
(Fact Quiz Process)
• DNG is a full day (or more!) workshop
• My facts are my outline for the year, based on
the GLCE’s.
• Keep it simple initially, build complexity over
time if necessary
• “We are here to learn and to have fun!”
(Deming) Use the data to make informed
decisions. (NOT to punish.)
• Use the square root of n as a guide for sample
size for random fact quizzes

78. Graph the Data, Graph the Data,
Graph the Data!
Susan Leddick’s three rules for data analysis!

79. Grade-Level Data

80. NIH Curriculum Supplements
http://science.education.nih.gov/customers.nsf/WebPages/CSHome

81. Introduction to 7 Grade
th
• The Brain: Our
Sense of Self
• What Kind of a
Learner are you?
• Scientific Methods
• Brain Food

82. A Letter to Your Brain

83. 7 Grade Stars
th

84. Let the Chips Fall
• CSI Climate
Investigations
• Interdisciplinary
Module from The
Keystone Center

85. PhysicsQuest
www.physicscentral.com
• Free middle school
science materials and
“competition.”
• Engaging format
• FREE

86. PhysicsQuest
www.physicscentral.com

87. MEECS (Michigan Environmental
Education Curriculum Supoort)
(www.michigan.gov/deq/0,1607,7-135-3307_3580_29678---,00.html)

88. MEECS (Michigan Environmental
Education Curriculum Supoort)
(www.michigan.gov/deq/0,1607,7-135-3307_3580_29678---,00.html)
• Watersheds – Branching Out

89. Watersheds – Branching Out